ELE 383

list the three common types of feedback what is the difference among the three types?

-Goal Referenced Feedback: provides information about your students progress towards achieving a specific learning target. -Self-Referenced Feedback: compares student work or expectations with previous performance, showing students how they progressed from what they did previously helps them see the improvements they made. -Standards-Referenced Feedback: the emphasis is on showing students how their work compares with the criteria and standards, rather than to their previous work, or how other students perform

why should teachers create and use learning targets

-Shows the students what they need to know. -gives students goal -base for assessment: what we assess -Helps with grading and keeps the teacher focused : what instruction to give and how to grade after the fact

feedback

.5)-providing information to the student following an assessment about his or her achievement. (talking, written down, many different forms)

alignment

1)- extent to which instructional activities and classroom assessment cover tested material

standards

2)- statements about what students should know and be able to do, typically stated for different grade levels

validity

3) - Is a characteristic that refers to the appropriateness of the inferences, uses, and consequences that result from the assessment

reliable

3) - concerned with the consistency, stability, and dependability of the scores and decision based on the scores

explain why this order is imporant ( order of instructional operations)

Assessment is third not fifth because it assures that you are assessing the learning targets and standards not the fun, but bunny lesson

completion /FITB

B- students are presented with an incomplete sentence with one or two blanks and write words as their answers in the blank.

assessment of learning

Ch.1)- purpose is to certify learning and confirm mastery, conduct at the end of a unit, used to report grades to parents, and delayed feedback (SUMMATIVE ASSESSMENT

high-stakes testing

Ch.1)- tests that students must perform adequately on for graduation, promotion in grade, school accreditation, and other important implications. (tests that have important conse

knowledge representation

Ch.2)- how information is constructed and stored in long term and working memory

educational objectives

Ch.2)- relatively specific statements of student performance that should be demonstrated at the end of an instructional unit

formative assessment

Ch.4)- assessment that occurs during instruction to provide feedback to teachers and stu

assessment blueprint

Ch.6)-indicates what students are responsible for learning.

selected response items

Ch.7)- Students select an answer from the choices that are given to them

what is the difference between content-related, criterion- related, and consequential evidence of validity

Content- related: an extent to which the assessment is representative of the domain of interest. Criterion-related: the relationship between an assessment and another measure of the same trait. Consequential evidence: The extent to which the assessment leads to reasonable expected and unexpected outcomes

extended response

Essays can tap complex thinking by requiring students to organize and integrate information, interpret information, give arguments, give explanations, evaluate the merit of ideas and conduct other types of reasoning. (TWO KINDS: Extended Response and Restricted)

what is the difference between factual, conceptual, and procedural knowledge

Factual knowledge is the basic elements of discipline. It includes vocabulary, symbols, and basic facts. Conceptual knowledge includes interrelationships among basic elements/ knowledge that enable them to function together. It discusses relationships, how things work together, and problem solving. Procedural knowledge is how to do something, the method. (one multiple choice and fill in blank

name and explain a few ways that you can ease assessment anxiety for your students

Give students feedback on their performance to help them realize the assessment will foster further learning. Arrange test items from easy to hard Give plenty of time to complete the assessment Minimize interruptions and other distractions Avoid unrealistically high expectations or expecting perfect performance. provide student with the test blueprint or outline of the assessment Avoid walking around the room, looking over shoulders. Avoid making comparisons with other students. Provide for optional retesting

what is the difference between holistic and analytic scoring

Holistic: the teacher makes an overall judgement about the answer, giving it a single or grade. (Whole) Analytic: achieved by giving each of the identified criteria separate points. (think rubri

list the steps of instructional planning (order of instructional operations)

Identify standards for Unit Lesson Create Quality Learning Targets Plan/Create Valid Assessments Lesson Design Implement Instruction

what are the steps for writing a quality learning target

Identify the standards that need to be taught during the lesson/unit Choose priority focused concepts to be taught during the lesson Decide—what does the student need to know and be able to do? Write the Target (stem-verb-product/process/outcome) Check Work

what are the 2 primary types of learning targets? explain the difference.

Knowledge - Subject matter content to be a master (factual) 2. Reasoning - ability to use that knowledge and apply it to solve a problem

be able to identify learning target by type

Knowledge Examples- Identify metaphors and similes Read and write quadratic equations Describe the function of a cell membrane Know the multiplication tables Reasoning Examples-Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation. Distinguish between historical fact and opinion.

which types of assessment items should be used for each specific type of learning target? have a general understanding

Knowledge targets-selective response Reasoning targets- constructed response

what is the difference between a learning target and a standard?

Learning targets: A statement of student performance for a relatively restricted type of learning outcomes that will be achieved in a single lesson. (individual lesson goals that help meet standard) Standards: OVERALL grade-level goals that tell what students should know and be able to do within that subject and content area.The standards movement mostly occurred what have been traditionally been called general student outcomes or objectives, the reframing of how these outcomes. (big overall goal)

identify the parts of a matching test items

Left Column: premises Right Column: responses (need more than pr

what are the three primary modes of selected response

Multiple choice Matching Binary

name and describe two formative assessment strategies. give examples for how the strategies could be used in an elementary school classroom

Providing feedback: which provides information to the student, following an assessment, about his or her achievement. Instructional Adjustments: helps students understand what is needed to close the gap between current performance and what is specified by the learning target

be ready to give feedback

Providing information to the student following an assessment about his or her achievement. Essential characteristics - make feedback timely, differentiate feedback as appropriate, engage students in generating and using feedback, make it actionable, consider how students will react to the feedback, make sure it is honest and accurate, and don't use too much sugar coating

students can hit any target that they can _______ and that _______ ________. explain.

SEE HOLD STILL should never be a question on what needs to be done to be successful, apparent what students need to do to be successful and consistent

analytic scoring

Scoring is achieved by giving each of the identified criteria separated points. (be able to identify )

list the primary types of assessment methods

Selected response: students are presented with a question that has two or more possible responses. (types of selected responses, multiple choice, matching, binary) Constructed response: requires students to create or produce their own answer in response to a question or task. Teacher observation: teachers watch students as they respond to questions and study, and teachers listen to students as they speak and discuss with others. Student Self-Assessment: students reporting on or evaluating themselves. Students rate their own performance in relation to established standards and criteria

holistic scoring

The teacher makes an overall judgement about the answer, giving it a single score or

what is the difference and relationship among the following terms- educational goals, standards, objectives, and learning targets

Umbrella

multiple choice

ce- efficiently provide a direct assessment of many types of learning targets, including the ability to recognize correct choices to assess knowledge to new examples, and reasoning

what are the three primary modes of constructed response

completion short answer extended response (ess

content validity (learning targets lecture)

ecture) - assessments that appropriately cover the material that was to be learned.

short answer

er- student supplies an answer consisting of one word, few words, or a sentence or two, are generally preferred to completion items for assessing knowledge target

matching

g- Students match premises to correct response

Adequate yearly progress

gress (AYP) (Ch.1)- A provision of NCLB legislation requiring schools to show improvements each year in student pa

summative assessment

h.1)- assessment that occurs at the end of an instructional unit to document student learning

teaching objectives

h.2)- "learning activity," may include such things as lecturing for a certain amount of time, asking questions, putting students in groups, giving feedback to students individually, conducting experiments, using a map to show where certain countries are located, asking students to solve math problems on the board, having students read orally, and so on.

learning targets

h.2)- A statement of student performance for a relatively restricted type of learning outcome that will be achieved in a single lesson or a few day

what is the difference between informal and formal formative assessment? Use examples

informal is not planned, not formal, no structure, mostly teacher instruction. (example: having students give a thumbs up or thumbs down for understanding) formal is planned, expected (example: a planned test to assess students' understanding of material Formative assessment is the process of gathering evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance achievement. Formal formative assessment- a planned activity, usually for the entire class or groups of students, that has a specific sequence of activities Informal assessments can occur anytime during the school day as a result of teacher-student and student-student interaction. It can involve individual students, small groups, or the entire class. Evidence is gathered constantly by the teacher during instruction and as students learn. (temperature taking part of the lesson

learning targets convey what students _________ _________ and __________ ____________ ___________ _________.

need to know be able to do

explain the difference between Pre- assessment, formative assessment, and summative assessment

pre- What you will do before instruction to ascertain students' knowledge, attitudes, and interests. The info is then used as a starting point for designing instruction formative- Occurs during teaching, it is a way of assessing students' progress, providing feedback, and making decisions about further instructional activities summative - Is conducted after instruction primarily as a way to document what students know, understand, and can do TEST

classroom assessment

the collection, evaluation and use of information for teacher decision ma

identify the parts of a multiple- choice questions

tion. (Ch. 7) know difference between alternative and distractors Stem: question Alternatives: all answer choices Distractors: all answer choices that are not the right answer. "Best" Correct Answer: the right answer

fair assessments are ___________ and _____________, uninfluenced by _______________ or ________________ factors

unbiased undiscriminatory uninfluenced irrelevant subjective

assessment for learning

(Ch.1)- describes needs for subsequent learning and describes instructional needs, used to conduct during a unit of instruction, give feedback, make instructional adjustments, immediate feedback (FORMATIVE ASSESSM

assessment as learning

(Ch.1)- fosters student self monitoring of learning, conducted during a unit of instruction, immediate feedback

zone of proximal development

(Ch.5)-teachers identify and focus on skills that are within student capabilities and also challenge them to move them to higher learning.

constructed response items

(Ch.8)- Students construct and form their own answers to the question.

binary

- when students select an answer from only two response categories

why do teacher assess students (3 reasons)?

-Assess student achievement -Motivate students: use assessment to motivate to do better -Drive instruction: every instruction must have a piece a data around it

list the three structural parts of a learning target. be able to identify these parts

Stem, Verb, Product/Process/Outcome